Introduction to occupational training

• Structure and purpose of NQF

  • The intent of the NQF as a transformative vehicle

  • Structures responsible for the implementation of the NQF

  • NQF level descriptors

  • Quality assurance principles and standards

• The quality council for trades and occupations

  • Legislative background

  • The responsibilities of the QCTO

  • Partners in quality assurance

  • The occupational and trade curriculum

• The occupational trainer

  • The occupational profile of an occupational trainer

  • Career opportunities

Learning theories, concepts and principles

• Adult learning theory and concepts

  • Principles of adult learning

  • Adult learning styles

• Interpersonal communication concepts

  • Effective communication practices

  • Listening and confirming understanding

  • Cultural sensitivity and diversity

• Group dynamics

  • Principles of group work

  • Group development

  • Setting up effective learning groups

  • Group leadership

  • Assertiveness and conflict resolution

  • Problem solving

  • Facilitating/managing difficult groups

• Active learning models and principles

  • Outcomes-based education and training

  • Work based learning, i.e. On-the-job training

  • Action orientated learning

  • Co-operative learning

• Quality assurance of the learning and training process

  • Training quality management systems (key policies that determine quality training)

  • Continual improvement concepts (quality spiral, quality review)

  • Quality principles and concepts related to assessments

  • Moderation, verification and validation

• Special needs and barriers to learning

  • Principle of inclusivity

  • Special needs categories (physical and personal)

  • The support role of the facilitator

  • Approaches to learner guidance, assistance and support

Training needs concepts

• Learner needs assessment

  • Needs analysis tools

  • Sources of information

  • Learner support strategies

  • Principles of impartiality and objectivity

  • Disclosure of information and confidentiality

• Workplace training needs analysis

  • Training needs in the context of the organisational workplace skills plans

  • Strategic training needs

  • Market-related training needs

  • Changes in technology

• National skills development priorities

  • The national skills development strategy and national policy directions

  • The role of sector education and training authorities (SETAs)

Training methods, techniques and resources

• Health &concepts and principles of healthy living & promotion of health 10

  • Lectures and presentation

  • Demonstrations

  • Role-plays

  • Games

  • Simulations

  • Case studies

  • Group discussions

  • Self-directed learning (assignments, individual research)

• The social determinants of health (basic)

  • Resources types and applications (audio-visual, printed resources, physical resources, e-learning resources)

  • Selection criteria (suitability, flexibility, practicability, cost-effectiveness)

  • Visual presentation design principle

• Facilitation and learning evaluation concepts

  • Learning vs training facilitation

  • Learner self-evaluation

  • Facilitator/trainer course evaluation

  • Learner course evaluation

  • Workplace impact assessment

Training delivery

• The facilitator as mediator of learning

  • Teaching vs. Facilitation

  • The process of facilitation

  • Characteristics of the effective facilitator of learning

  • Establishing respect

• The training environment

  • Setting up training venues

  • Statutory training venue requirements

  • Training equipment requirements

  • Discipline

• On-the-job instruction using coaching principles

  • Coaching vs. Mentoring vs. On-the-job instruction vs. Classroom facilitation

  • The role of the workplace coach vs. The occupational trainer

  • Coaching techniques

  • The coaching process

  • The essential elements of effective coaching

  • Coaching as an employee induction tool

  • Coaching and performance improvement

• Planning and administration of workplace training

  • The planning process

  • Prioritising, scheduling and back-up plans

  • Lesson planning

  • Administrative, legislative and regulatory requirements

  • Documentary control and record-keeping

  • Filing and archiving

• Costing and cost control

• Budgeting concepts

• Cost implications of training interventions

• Cost control and administration

Evaluation of competence

• Evaluation of competence concepts and principles

  • Assessment and evaluation concepts within the QCTO model

  • Principles of good assessment practice

  • Outcomes-based assessment and evaluation

• Evaluation methods, instruments and standards

  • Types of evaluation

  • Types of evidence

  • Good assessment and evaluation instrument design concepts

  • Defining assessment and evaluation standards

• Evidence evaluation concepts and principles

  • Evidence collection methods (aligned to the curriculum)

  • Rules of evidence collection

  • Principles of evidence evaluation (valid, authentic, current, sufficient)

  • Evaluation decisions and the implications thereof

• Review, administration and reporting related to competence evaluation 78

  • Competence evaluation review process (internal review)

  • Appeals procedures

  • Assessment and evaluation administration and records (QCTO requirements)

• Recognition of prior learning (RPL) practice

  • Practice in the QCTO model (RPL process, stakeholders)

  • RPL assessments in the workplace

Practical

• Align learning intervention to the needs of participating learners

  • Select and adapt an instrument to establish a learner profile and special needs

  • Conduct an evaluation to establish the learner profile and special needs

  • Select training interventions that would best address learner needs

  • Select an intervention that would best address learner barriers to learning

• Evaluate available learning resources and aids, and adapt for specified training scenarios

  • Evaluate available learning resources and aids

  • Adapt learning resources and learning aids

• Plan, conduct, evaluate and report on learning interventions

  • Plan, sequence and schedule learning activities

  • Facilitate learning intervention

  • Evaluate, review and report on own training quality and effectiveness

• Use given assessment instruments to conduct and record competence evaluations

  • Plan and schedule competence evaluation activities

  • Conduct competence evaluations

  • Record and report evaluation results

Work Place

• Establish needs of learners and make required adjustments to accommodate learner needs with the assistance of an experienced occupational trainer acting as a mentor or coach

• Contextualise learning resources and learning aids for application in workplace training interventions with the assistance of an experienced occupational trainer acting as a mentor or coach

• Conduct competence evaluations in own area of expertise (technical) with the assistance of an experienced occupational trainer acting as a mentor or coach